A survey of 72 New South Wales vocational teachers revealed that competency-based training has created perceived pressures to pass students, is difficult to implement with limited resources, encourages modularization, and is hampered by unsatisfactory assessment and standards. Over 61% of the teachers felt that it has hindered or severely hindered…

Describes results-based guidance, a systems approach to student support programs. Outlines factors that have contributed to the changes in the duties and responsibilities of guidance counselors and the basis of the competency-based approach in guidance counseling. Details elements of the results-based guidance program. (GCP)

A business school revised its management curriculum to focus on applied, skill-based knowledge. New courses engaged a variety of learning styles. Students kept cumulative course journals and prepared management portfolios that demonstrated their competency development (Contains 14 references.) (SK)

Argues that literacy needs to include speaking and listening skills. Outlines the Washington State Core Competency Project that identified three levels--communication codes, oral message evaluation, and basic speech--and developed ways to teach these competencies to adult learners. (SK)

Competency-based education has certain limitations: it neglects the role of human judgment and personal motivation and focuses on isolated skills; assessment of some competencies is not practical; present standards do not help people cope with change; and standards such as Britain's National Vocational Qualifications were designed to meet the…

Three options for competency-based assessment in Australia's national standards system are grades, merit, and end-of-course assessment. Grades are well established; merit has flexibility and provides progressive feedback. All three have advantages and disadvantages. (SK)

A study identified the benefits and problem areas of competency-based vocational education (CBVE) and compared perceptions toward CBVE of 44 faculty, 5 administrators, and 236 students of the Cabot Institute of Applied Arts and Technology in Newfoundland. Academic faculty were more negative toward CBVE than any other group and students were…

Presents a format for auditing educational programs based on the key elements of efficiency, effectiveness, and economy. Describes a review of the audit format developed by the Britain's Further Education Unit. (SK)

In a survey of 80 managerial and 130 entry-level computer professionals, most entry workers believed they possessed competencies identified in Association for Computing Machinery (ACM) curricula; most managers did not agree. Most managers rated 28% of ACM competencies moderately to not important; 63% were so rated by entry workers. (SK)

To ensure scientific literacy at graduation, teachers at Littleton (Colorado) High School created Direction 2000, a two-year Integrated Science course to introduce students to the life sciences, physical sciences, and earth science. Graduation is based on demonstrations of what students actually know and can do, rather than on accumulated credits.…

Problems in the definition of competency-based education are discussed. Theory and examples are cited in three areas: limited range of competencies, emphasis on knowledge rather than use, and lack of requirements for a phrasebook approach. (Contains four references.) (LB)

Discusses the positive and negative aspects of outcome-based education. Also included in the discussion are recommendations for the successful implementation of outcome-based education. (ZWH)

Explores outcome-based education, tracing its historical basis in competency-based education and mastery learning. Discusses the results of an ongoing dialogue between the authors (a classroom teacher and a university researcher). Although OBE offers some powerful ideas, it is not radical enough. OBE is based on behavioral objectives determined by…

Western Governors University (WGU) was initiated by 15 western governors in response to perceived needs in the marketplace and as a supplement to traditional institutions. WGU features competency-based credentials (certificates and degrees) rather than course-based programs; distance learning; focus on nontraditional, working students; third-party…

Describes the ESP Model for Learning program, a supervisor leadership program that ties training to the performance goals of the work unit. The ESP program's most critical component, the Supervisory Competency Assessment Process, is detailed. Concluding comments discuss what is being learned from the program's results, and the work-related…